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First-grade Students (first-grade + student)

Distribution by Scientific Domains

Medical Sciences	83%

Selected Abstracts

Identifying Early Numeracy Indicators for Kindergarten and First-Grade Students

LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2009
Erica Lembke
Recent studies have documented positive effects for early intervention in improving the mathematics performance of low-achieving children. Consequently, educators need technically sound mathematics screening measures to identify children at risk and then intervene to improve achievement. In this article, we describe preliminary technical adequacy evidence for four early numeracy measures (number identification, quantity discrimination, quantity array, and missing number). We assessed over 300 kindergarten and first-grade students in two states to evaluate the reliability and criterion validity of the four measures. Fall and spring administrations of the measures for one subgroup provided preliminary evidence of students' growth on the measures over time. The results supported three of the four measures as potential tools for screening in the early grades. [source]

The Effectiveness of a Color-Coded, Onset-Rime Decoding Intervention with First-Grade Students at Serious Risk for Reading Disabilities

LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2009
Sara J. HinesArticle first published online: 3 FEB 200
This study was an investigation into the effectiveness of a color-coded, onset-rime,based decoding intervention with first-graders at serious risk for reading disabilities using a single-subject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29%. Students maintained decoding gains at 1-week and 1-month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first-grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs. [source]

A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability

LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2010
Paige C. Pullen
Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the "meaningful differences" in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi-experimental posttest-only study that examines the feasibility and effectiveness of the model for first-grade students. Participants were 224 first-grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided. [source]

Identifying Early Numeracy Indicators for Kindergarten and First-Grade Students

Research on psychosomatic complaints by senior high school students in Tokyo and their related factors

PSYCHIATRY AND CLINICAL NEUROSCIENCES, Issue 1 2001
Yuriko Takata MC
Abstract The purpose of this study was to clarify the relationships between psychosomatic complaints of senior high school students in Tokyo and the cognition they receive from their fathers, mothers, friends, teachers, and schoolwork and between their complaints and lifestyle habits. The subjects were 168 first-grade students (58 males and 110 females) at a Tokyo Metropolitan senior high school. In June 1996, a collective survey was carried out, using questionnaires. Moreover, I conducted a longitudinal study to investigate the variation of their complaints over the 3 years at the school. The females had more psychosomatic complaints than the males. There was the relationship between their psychosomatic complaints and the cognition they receive from their fathers, mothers and teachers, the relationship between their psychosomatic complaints and their schoolwork, the relationship between their psychosomatic complaints and their ingestion conditions at meals, or sleeping hours. As for the their complaints, they had more complaints at admission than at the completion of their first grade and at graduation. [source]

Advances in the assessment of social competence: Findings from a preliminary investigation of a general outcome measure for social behavior

PSYCHOLOGY IN THE SCHOOLS, Issue 10 2008
Kelli D. Cummings
This study describes the initial validation of an innovative social--behavioral observational assessment tool that is designed to be used on a repeated basis to assess growth and development of social competence over time to: (a) identify the social functioning of all students, (b) assist in planning support for students at risk, and (c) evaluate the effectiveness of individual and system-wide interventions. Eighteen first-grade students were monitored over an 8-week period using the Initiation-Response Assessment (IRA) Code. The School Social Behavior Scales, a published teacher rating scale, was included as a criterion measure. Estimates of reliability and criterion-related validity were calculated for the IRA. The measure's sensitivity to growth over time and between-group variability were also assessed using hierarchical linear modeling procedures. Results indicate that scores on this measure are stable, and tap constructs similar to those assessed via teacher rating. © 2008 Wiley Periodicals, Inc. [source]